UDL Lesson Plan

7/22/2019 UDL Lesson Plan

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Name: Ashley, Kyle, Kathleen

Team 6

Content: Science

Grade level: 7

Description: This lesson will be instructing students about the inner workings of an animal cell.

They will learn the organelles and the correlating functions of these organelles. There will be a

PowerPoint, handouts, and online quizzes to teach, reinforce, and assess the students. This lessonis part of the "Human Anatomy" unit of this Middle School science class.

Class Description:

Standard Science grade 7 (ages ranging from 11-13)

1 Teacher, 1 Instructional Assistant, 1 interpreter and, 28 students2 students have IEPS (see below)

Culturally and linguistically diverse backgrounds: 3 students are Latino, 2 are native English

speakers, 1 is an English Language Learner (ELL), 3 GTMajority are visual & tactile learners

ELMO, SMARTboard, 30 iPads

1. Kim has a learning disability in reading; specifically, she has a visual processing disorder. Sheis reading 2 grades below her grade level. She performs on grade level and is interested in

mathematics and science. She wants to do well in mathematics and science, but needs to findways to overcome her visual processing disorder.2. Alex has Autism and has difficulty in social situations and interacting with his peers. He

performs on grade level in math but is one grade level below in reading. He requires structure androutine. He is very interested in cars.3. Miguel is an English Language Learner (ELL). His first language is Spanish and is new to theschool. These factors lead Miguel to not being very active in class and missing opportunities to

improve his English.4. Audrey has been identified as Gifted and Talented (GT). She performs well above grade levelon most if not all tasks and assignments. It is vital to try and keep her engaged in the lessons. I try

to find material that covers the same topic but at a higher and more challenging level.

Prerequisites: Today’s lesson is building off of yesterday’s lesson where the students wereintroduced to the basics of cells. The students learned what a cell is and what type of cells there

are eukaryote and prokaryote. The students were instructed that there are animal and plant cells,

but were not instructed on the make ups and differences of these cells. Based off of an exit ticket

regarding the material and being assigned reading on animal cells, I feel that the students areready for today’s lesson on animal cells.

Estimated Time: 45 minutes

Purpose: Small Group, Classroom Instruction



Grades: 6 - 8

Content Areas: Science

Common Core: No alignment information

Instructional Goals

MSC Alignment: source: http://mdk12.org/assessments/vsc/science/bygrade/grade7.html

Standard: Standard 3.0 Life Science

Topic: B

Indicator: Gather and organize data to defend or argue the proposition that all living

things are cellular (composed of cells) and that cells carry out the basic life functions.

Objective: B: Based on data from readings and designed investigations, cite evidence to

illustrate that the life functions of multicellular organisms (plant and animal) are carried

out within complex systems of different tissues, organs and cells.o Extracting energy from food

o Getting rid of wastes

o Making raw materials

Goal

Objective

Students will be able to identify the organelles and describe their correlating functions in

regard to animal cells.

Variability

There are points throughout this lesson that incorporate elements that can be helpful to studentsof all educational, linguistic, and cultural backgrounds. By providing an appealing PowerPoint

for a lecture tool, and clearly lecturing through it, auditory and visual learners will both be benefited. For any students that may be linguistically diverse, there are interpreters and

classroom assistants that could provide some extra aid if needed. In activities that use the iPad,

the students are given a chance to use technology inside the classroom and provides for multiple

means of representation and expression. When the students work in groups, they are practicingcollaboration skills that create opportunities for multiple means of engagement. Lastly, by having

students go up in front of the class during the group activities and Guided Practice portion, it

allows for a simple and controlled way of providing physical activity and multiple means for

action and expression.

Formative Assessments

Each student will be given three response cards, A, B, and C. I will pull up the PowerPoint and

use slides 14-22 as assessment questions. I will show the slide on the board, read the question out

loud, and ask the students to come up and circle the correct answer. If some students do not

choose the correct response, we, as a class, will go through the question and explain why the

correct answer is what it is. This will give all students the opportunity to check their answers for

accuracy.



Summative Assessments

Using either iPads or computers, students are to use this website, http://www.neok12.com/Cell-

Structures.htm to complete online quizzes. They will complete "Cell Structures (Set #1) and CellStructure (Set #2). Scores will be available to the teacher after the student has completed each

quiz. This website also has printable versions of the quizzes and games for students who work better with paper. These quizzes will be assessing the students' knowledge of cell structure. Thematerial covered in these quizzes closely aligns with the lesson's objective of identifying

organelles and their functions.

Opening

Anticipatory Set:Attenti on Graber: Because this is a new topic for the students, I want them to be excited about

the inner workings of an animal cell. To get them interested, and having an understanding of

their maturity level, I will simply ask them to guess at the definitions of certain organelles. I will

choose these organelles based off of how amusing I believe the students will find their names to be. Some names I will use will be: Cytoplasm, Endoplasmic Reticulum, Mitochondrion, and

Golgi Apparatus. Along with names that sound funny, I will display cartoon-type pictures of

each that will hopefully keep the students that much more engaged and amused. The studentswill then volunteer to give their best guess at what the organelle does inside the cell. Students

should think back and see if they have ever heard of these names and if they know what they are.

*This will be a volunteer based activity to see what the students think about the material.

*Make sure all students, if not volunteering, are paying attention.

*Encourage the students to use their imaginations and see what they can come up with.

Objective in “Kid friendly terms”.

“Wow! You all did a great job and came up with some interesting answers. During today’s

lesson you will see how your answers compare to the scientific definitions. Why do you think these are important terms for today (rhetorical question)? Well believe it or not, these

microscopic items are actually performing crucial actions inside our bodies right now! Cells are

constantly at work to keep our bodies functioning how they should."

*By telling the students how important cells are to our daily lives, this hopefully creates curiosity

and interests for the lesson.

During

Direct Instruction: To have time for more instructional activities and work time, the lecture portion will be fairly

quick, between 10 and 15 minutes. During this time, I will handout the vocabulary study tool toall the students. This study tool helps in two ways: 1) makes sure the students have the correct



terms and definitions needed to learn, and 2) takes some pressure off of the students by not

forcing them to take notes and copy the organelles and functions verbatim. After distributing the

vocab lists, the students will listen attentively as I go through the visually appealing PowerPoint,slides 4-13. Slides 14-22 will be used on a Smartboard as the Lesson Objective Assessment at

the end of the lesson. The PowerPoint includes diagrams and pictures of the organelles which

provides the students with a visual application to what I am teaching about.

*Encourage students to ask questions at any point of lecture.

*Make sure not to dwell too long on any one slide/topic.

Vocabulary that needs to be defined for students:

Synthesis: The process of producing a chemical compound

Organelle: A specialized or specified part of a cell that carries out an important function.

Guided Practice: After the lecture portion of the lesson, I will split the class into seven (7) groups of four (4). Eachgroup will be given a picture of a specific organelle from an animal cell and will work together

to find out the name and function of that organelle. The pictures of the organelles in this activity

will relate to the pictures in the PowerPoint during the lecture. As the groups are working, I willgo around the class to see if the students have questions or need any clarification. When the

groups are finished, one person from each group will come up to the board and write what they

came up with as the name and function for their organelle. After writing the information, I willask the rest of the class if they agree with the identification of the organelle and the function of it,

or what could be changed or added to make a better definition of the function. We will then put

all the separate organelles together to create a diagram of an animal cell. The students will see

how each organelle is a vital component to the whole cell.

*ALL students should put their vocabulary study guides away for this activity.

*Textbooks can be used as a helping tool if the students want.

By having the students collaborate together and by using pictures in both the Direct Instruction

and Guided Practice, the students are being surrounded by information and activities that are

aimed at meeting the lesson’s objective.

Independent Practice:

Students will be given a handout (attached) with a diagram of an animal cell. There is a word bank for assistance. Along with the worksheet, each student will be given an iPad with the iCell

app on it. This app gives students an interactive, 3D view of an animal cell. By simply moving

their fingers on the screen, they can zoom in or out, spin the cell, and tap on different organellesto see the names and their functions. By searching for the correct organelles on the iPad and then

relating it back to the handout, the students are getting more practice with visualizing the

organelles and their functions, therefore moving towards the objective.



During this portion of the lesson Miguel will have the class interpreter to help him with any

problems he may have.

I feel that this practice is helpful to all students, no matter what their achievement level. Because

of this, Audrey, who is a GT student, will be required to do the same tasks. Because she is

expected to finish sooner than the other students, I will ask her to be available as a help for theother students. If they are having difficulties with the technology or the connection between the

iPad and worksheet, Audrey will be able to help them.

Closing At the end of the lesson, I will review the objective for the day. I will explain why it is important

to know and then ask the students to add their thoughts and insight to why knowing what makesup animal cells and how they work is important for all of us. I will write the homework for the

night on the board and make sure each student has written it down in their planners. Tonight’s

homework: Create a poster of an animal cell and all the organelles we learned about today. Be

prepared to present it to the class next time we meet.

Materials and Supplies

PowerPoint

Smartboard

Paper version of PowerPoint for Kim (green paper) and Alex (white paper)

Vocabulary List printed for Kim (green paper) and Alex (white paper)

Text to speech software for use with iPad for Kim

Simple Voice Output device for Alex

Pinch Cards for Alex

Paper version of quizzes for Kim, also on green paper

Toy Car to help with attention for Alex

Textbooks

iPads with iCell App

Worksheets with diagram of animal cell

Study Guide Vocab worksheet

Response cards (A,B, and C) for the Formative Assessment



Name:

Directions: Label the organelles of this animal cell. A word bank is provided.

Source: http://www.hobart.k12.in.us/jkousen/Biology/cell.htm

Word Bank

Cytoplasm Golgi Apparatus Nucleus

Centrioles Lysosome Plasma Membrane

Chromosomes (DNA) Mitochondria Ribosome

Endoplasmic Reticulum (ER) Nucleolus Vacuol

http://www.hobart.k12.in.us/jkousen/Biology/cell.htm






Organelle Vocabulary Study Guide

cell membrane- the thin layer of protein and fat that surrounds the cell. The cell membrane issemipermeable, allowing some substances to pass into the cell and blocking others.

centrosome- (also called the "microtubule organizing center") a small body located near thenucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules aremade. During cell division (mitosis), the centrosome divides and the two parts move to opposite

sides of the dividing cell. The centriole is the dense center of the centrosome.

cytoplasm- the jellylike material outside the cell nucleus in which the organelles are located.

Golgi body- (also called the Golgi apparatus or golgi complex) a flattened, layered, sac-like

organelle that looks like a stack of pancakes and is located near the nucleus. It produces themembranes that surround the lysosomes. The Golgi body packages proteins and carbohydrates

into membrane-bound vesicles for "export" from the cell.

lysosome- (also called cell vesicles) round organelles surrounded by a membrane and containing

digestive enzymes. This is where the digestion of cell nutrients takes place.

mitochondrion- spherical to rod-shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The

mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the

cell.

nuclear membrane- the membrane that surrounds the nucleus.

nucleolus- an organelle within the nucleus - it is where ribosomal RNA is produced. Some cellshave more than one nucleolus.

nucleus- spherical body containing many organelles, including the nucleolus. The nucleuscontrols many of the functions of the cell (by controlling protein synthesis) and contains DNA

(in chromosomes). The nucleus is surrounded by the nuclear membrane.

ribosome- small organelles composed of RNA-rich cytoplasmic granules that are sites of protein

synthesis.

rough endoplasmic reticulum- (rough ER) a vast system of interconnected, membranous,enfolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with

the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough

appearance. Rough ER transports materials through the cell and produces proteins in sacks called

cisternae (which are sent to the Golgi body, or inserted into the cell membrane).

smooth endoplasmic reticulum- (smooth ER) a vast system of interconnected, membranous,

infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is continuous withthe outer nuclear membrane). The space within the ER is called the ER lumen. Smooth ER



transports materials through the cell. It contains enzymes and produces and digests lipids (fats)

and membrane proteins; smooth ER buds off from rough ER, moving the newly-made proteins

and lipids to the Golgi body, lysosomes, and membranes.

vacuole- fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with food

being digested and waste material that is on its way out of the cell.



PowerPoint Part 1 PowerPoint Part 2

PowerPoint 3 PowerPoint 4



PowerPoint 5



Preview of Summative Assessment Set #1

Preview of Summative Assessment Set #2

Documents

UDL Lesson Plan